Anti-Colonialism and Education

Dei, George J. Sefa; Kempf, Arlo

doi:10.1163/9789087901110

Cited by 97 publications

(20 citation statements)

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“…Current formal schooling is essentially a colonial and oppressive system, and transforming the educational system calls for an anticolonial stance. As noted elsewhere (Dei, 2000; Dei & Asgharzadeh, 2001; Dei & Kempf, 2006), “colonial” is defined as more than simply anything “foreign” or “alien.” Instead, the “colonial” implicates all that is “imposed” and “dominating.” The “post” in postcolonial that may speak to an aftermath of the colonial is equally problematized. The concern is with a reorganization of “colonial” relations rather than a supposedly “new colonial” of the postcolonial, and particularly the ways reorganized colonial relations and mind-sets structure and dominate social relations of knowledge production, ruling, and social practice.…”

Section: Toward An Indigenous African-centered Anticolonial Lens Tomentioning

confidence: 98%

“…In coming to work with these knowledges as legitimate ways of knowing, the work of decolonization becomes possible. If colonization is understood as the imposition of one particular way of doing things (see Dei, 2000; Dei & Asgharzadeh, 2001; Dei & Kempf, 2006), when we open the space for multiple ways of knowing and understanding, we begin to undo colonial knowledge regimes. In this effort to decolonize, we must remember that the work is not to undo Western ways of knowing, but rather to undo the hold they have on what is considered legitimate knowledge.…”

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confidence: 99%

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“Suahunu,” the Trialectic Space

Dei

2012

Journal of Black Studies

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This article discusses the concept of “suahunu” as the “trialectic space” and highlights its key principles and ideas as part of the project of pioneering new analytical systems for understanding Indigenous communities. The concept is borrowed from the lexicon of the Akan people of Ghana, with the embedded meaning that if one is seriously about learning, one will come to know and acquire knowledge and act responsibly. The article also raises lessons for the ways we produce and validate knowledge for social action and practice. In the discussion, the ideas embodying the “trialectic space” (e.g., body-mind-soul interconnections, culture-society-nature interface, sacredness of activity, spiritually centered space, ancestralism, embodied connection, decolonization, and multicentricity) are fleshed out, pointing to the implications for revisioning schooling and education globally for contemporary learners.

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Section: Toward An Indigenous African-centered Anticolonial Lens Tomentioning

confidence: 98%

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confidence: 99%

“Suahunu,” the Trialectic Space

Dei

2012

Journal of Black Studies

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“…Decolonization, or anti-colonialism, can be defined as resisting, transforming, and eradicating the oppressive hegemonic power structures that influence our ways of acquiring and transmitting knowledge (Stein & de Oliveira Andreotti, 2016). Additionally, it involves critical consciousness and awareness, accountability, and reclaiming power that has been usurped from marginalized communities (Dei, 2006). It is also important to note the roots and origins of the construct of decolonization and credit these efforts to Indigenous communities (Dei, 2006) and Black enslavement liberation efforts (Stein & de Oliveira Andreotti, 2016).…”

Section: Considerations For Promoting Edi In the Course Syllabusmentioning

confidence: 99%

“…Additionally, it involves critical consciousness and awareness, accountability, and reclaiming power that has been usurped from marginalized communities (Dei, 2006). It is also important to note the roots and origins of the construct of decolonization and credit these efforts to Indigenous communities (Dei, 2006) and Black enslavement liberation efforts (Stein & de Oliveira Andreotti, 2016). de Oliveira Andreotti and colleagues (2015) write, “institutions of higher education have played a central role in perpetuating oppressive forces of colonization” (p. 30).…”

Section: Considerations For Promoting Edi In the Course Syllabusmentioning

confidence: 99%

Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion

Fuentes

Zelaya

Madsen

2020

Teaching of Psychology

136

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Introduction: Equity, diversity, and inclusion (EDI) are receiving considerable attention in higher education. Within psychology, the American Psychological Association has highlighted the importance of cultural diversity in both undergraduate and graduate curricula and charged educators with facilitating the development of cultural competence among learners. Statement of the Problem: Many resources have been developed to help promote EDI within higher education. The resources developed have mainly focused on the curricula and pedagogical approaches, yet the syllabus remains overlooked with few guidelines available to educators. Literature Review: We offer several considerations informed by theoretical frameworks and best practices in the discipline and suggestions for the successful implementation of EDI in the syllabus. Teaching Implications: This article provides a comprehensive and useful guide for developing a syllabus that assists with the integration of EDI, as the syllabus is the first opportunity for faculty to communicate their philosophy, expectations, requirements, and other course information. Conclusion: Infusing EDI in the syllabus is essential for promoting an inclusive learning environment and is conducive to establishing goals related to cultural competence.

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“…This study was positioned within the broad context of anti-colonial theory, or what is more commonly referred to as decolonial theory. This perspective promotes a critical awareness of the power struggles embedded in educational practice, and challenges educators to reconsider the locations of knowledge [3]. Within anti-colonial theory, colonialism is seen as any form of "imposition and domination" that exists as a result of the historical occurrence of European colonialism [3].…”

Section: Decolonizationmentioning

confidence: 99%

An Expanded Understanding of Art as an Agent of Change in Higher Education

Berg¹,

Perold-Bull²,

Costandius³

et al. 2020

AJAD

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South African higher education institutions seek strategies to address belonging and decolonization. The student protest movement across South African university campuses during 2015-2016 further underlined this fact. We explored the capacity of interactive artworks to address belonging and active citizenship, both prioritized by university management. Art, in this sense, facilitates out-of-classroom education to aid the institutional decolonial vision of a university entrenched in colonial history and apartheid. Furthermore, the protests challenged the slow pace of institutional change at South African universities. This article examines responses to an interactive artwork placed on the Stellenbosch University campus. Our elastic understanding of art and education deviates from traditional art history and acts as a critical public intervention that aimed to stimulate conversation about belonging at Stellenbosch University. The employed research methods are informed by the decolonial framework which engages a crucial attentiveness of the power issues embedded in knowledge production, validation and dissemination. An interactive public artwork, titled "We Belong Here", was placed on the main campus of Stellenbosch University in South Africa. We invited students on campus to make visual statements related to topics such as community, apathy, legacy, honour, protest, ethical conduct and creativity. Qualitative data was gathered from individual and group interviews with students, lecturers and staff members who were most likely to have encountered the artwork. Theories on critical citizenship education, and art education informed the research and discussion. The data suggests that art education in the expanded field has the potential to aid higher education institutions in bringing about personal and intellectual growth. Both accepting and dismissive opinions were raised by participants and welcomed by the researcher. Viewing their voice among many, led some to a sense of belonging in the university community, and their interaction led them to converse with others on the topic of citizenship. There was also criticism to the artwork text written in English, and concern that such a work could not create any relevant impact. Although the parameters of the artwork is limited within the field, the student protest movement was a forceful reminder of urgent matters in higher education and a reason to continue enquiry and interventions to decolonialize education.

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Anti-Colonialism and Education

Cited by 97 publications

References 0 publications

“Suahunu,” the Trialectic Space

“Suahunu,” the Trialectic Space

Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion

An Expanded Understanding of Art as an Agent of Change in Higher Education

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